The MT program had a relatively successful uptake of experiential learning activities. MT programming had a significant effect on outcome-level measures gauging attitudes related to school government and politics, and civic behaviors and teachings in the classroom. Regardless of variation, students in MT schools were more likely to express their opinions, learn about problems in society, discuss current events, have positive views about participation in school politics, and believe that positive changes can happen in schools when students mobilize in groups than students in control schools. MT programming did not have any effects on students’ civic, democratic, and prosocial attitudes; on the other hand, all three MT variations, but especially V2 and V3, had a positive effect on current civic engagement and practices. There is a concern, however, that these results might reflect uptake of experiential learning projects rather than morespontaneous engagement and practices that happened outside of MT programming.
